Creating a digital environment for language schools (David Coarsey)

Creating a digital environment for language
schools
www.guidedelearning.com

Working with the best schools in 10 countries

david@guidedelearning.com


2

experimentation vs. program implementation



3

Agenda
•  3
rules
for
deﬁning
a
digital
project

–  deﬁni5ons

–  most
common
problem

–  rules

•  case
studies

–  London
School
of
English

–  T5

–  Eurocentres

–  Language
Professionals



4

What is digital?



5

digital is a means, not an objective



6

Gartner: Top 10 Strategic Technology Trends for 2013

•  In
2013
Mobile
devices
will
pass
PCs
to
be
the
most
common
Web
access

tools:

37%
at
the
start
of
the
year.

•  By
2015
over
80%
of
handsets
in
mature
markets
will
be
smart
phones

•  By
2015
tablet
shipments
will
be
50%
of
laptop
shipments



7

student information and services



8

mobile web

Are student expectations met?



9

American Airlines



10

students are sophisticated users
digital use has a purpose

comScore
Feb
2013



11

students come to your school for a reason

•  an
experience

•  an
educa5on

•  contact
5me
with
teachers



12

How do you create a digital environment?



13

rule 1

digital services have to be directly linked to student
objectives



14

rule 2

know what beneﬁt digital will provide



15

digital should make things faster, more convenient or
more accurate



16

How does it do this?

•  available
any5me,
anywhere

•  management
and
use
of
data
for
decision
making

•  integra5on
of
diﬀerent
technologies
and
data
sets



17

rule 3

understand the operational impact and make sure that
the objective is achievable



18

How do you do this?

•  know
what
to
do:
focus
focus
focus

•  able
to
do
it:
logis5cs,
infrastructure,
staﬀ

•  willing
to
do
it:
reasonable
work
load,
reasonably
easy,
5me
to
do
it



19

case studies

• 
• 
• 
• 

London
School
of
English

T0

Eurocentres

The
Language
Professionals



20

app based services and information



21

challenge
•  diﬀerent
methods
of
providing
informa5on
and
services

–  par5al
use
of
mobile

–  limited
access
to
services

–  key
diﬀeren5ator
could
easy
be
lost,
leV
behind,
or
go
out
of
date



22

London School App

admin
requests

travel
informa5on

events


school
informa5on


23

achieving a better education through tutorials and postsessional study plan



24

challenge
•  manual
process

–  varia5on
between
staff
members

–  difficult
to
ensure
tutorials
were
being
completed

–  poor
record
keeping

–  difficult
for
teacher
to
promote
post-‐sessional
due
to
rolling

enrollment
and
renewals



25

tutorials
due

or
overdue


individual
tutorial

technical
beneﬁt:

•  data
processing
enables
compliance

checking


26

tutorials
due

or
overdue

individual
tutorial

technical
beneﬁt:

•  document
control
ensures
adherence

to
standards

teacher
recommenda0ons
•  data
management
archives
teacher

recommenda5ons

students
about

to
leave


ﬁnal
tutorial


27

tutorials
due

or
overdue

individual
tutorial

teacher
recommenda5ons

technical
beneﬁt:

•  data
processing
generates

personalised
self-‐study
based
on

teacher
input

•  availability
for
self-‐access

personalised
self
study

tutorial
review

students
about

to
leave

ﬁnal
tutorial

post-‐sessional
self-‐study



28

faster learning through data management



29

Clear learning aims
Custom weekly plan and
level aims displayed in
class; contextualised daily
aims discussed with learners
Customised course design
by teacher according to
learner needs – Our Aims
framework ensures
relevance

Regular formal assessment
Reliable tests of language and
communicative competence,
which lead to a skills profile on
the Eurocentres Certificate

Learner consultation

Regular reviews
help students monitor progress.
Friday review of plan with class
gets feedback / negotiates weekly
priorities

Guided self study
Each test generates a personal
study plan for the multi-media
learning centre
Individual tutorials
provide study advice based
on personal needs and
classroom performance



30

challenge
•  challenge:
manual
process
with
involving
mul5ple,
separate
systems

–  less
eﬃcient

–  more
complicated

–  less
transparent



31

clear
Learning
Aims

• 

technical
beneﬁt:

–  data
for
decision
making

•  aims
drive
focus



32

clear
Learning
Aims

regular
formal
assessments


• 

technical
beneﬁt:

–  data
processing
for
rapid
decision
making

–  integra5on
for
genera5on
target
areas
for

study

–  5me
savings
from
automa5c
checking


33

clear
Learning
Aims

regular
formal
assessments

• 

technical
beneﬁt:

–  integra5on
of
technologies
and
data
for

personalised
learning

–  availability
for
self-‐access

guided
self-‐study



34

clear
Learning
Aims

regular
formal
assessments

• 

technical
beneﬁt:

–  data
management
for
decision
making

–  integra5on
of
technologies
and
data
for

ac5on
planning

guided
self-‐study

individual
tutorials



35

clear
Learning
Aims

regular
formal
assessments

• 

technical
beneﬁt:

–  data
processing
for
progress
assessment

–  availability
for
progress
monitoring

guided
self-‐study

individual
tutorials

regular
reviews



36

clear
Learning
Aims

• 

technical
beneﬁt:

–  data
processing
for
course
decisions

regular
formal
assessments

guided
self-‐study

individual
tutorials

regular
reviews

custom
course
design



37

ﬂexibility for a broad range of clients



38

challenge
•  cost
compe55veness:
all
mee5ngs
face-‐to-‐face

•  loca5on
dependent:
remote
sites
were
expensive
and
diﬃcult
to
support

•  challenging
materials
management:
all
materials
created
separately
and

catalogued
by
course

•  slow
data
processing:
all
materials
had
to
be
checked



39

determine
the
content

determine
the
blend

create
assignments
and
classes


• 

technical
beneﬁt:

–  manage
mul5ple
materials

sources

•  custom

•  GeL

•  3rd
party

–  manage
schedule

–  manage
assignment
types

•  self-‐access

•  asynchronous
teacher
led

•  synchronous
teacher
led


40

determine
the
content

• 

technical
beneﬁt:

–  integra5on
with
database
for

student
management

–  integra5on
with

communica5ons
technology

–  data
management
and

processing
for
reports

determine
the
blend

create
assignments
and
classes

create
the
course

manage
communica0ons
with
student

provide
feedback
to
client



41

key points

•  link
your
digital
means
to
your
business
objec5ves

•  understand
the
beneﬁt
digital
will
add

–  match
your
technology
to
your
purpose

•  consider
the
opera5onal
issues
involved

–  focus

–  target
your
average
teacher


42

David
Coarsey

Guided
e-‐Learning


+44
207
2352538



43

Creating a digital environment for language schools (David Coarsey)

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